Lesson Plan

Student Name: Ashley Henderson

Topic: Systems of Inequalities
Enduring Understandings (What big idea(s) will students understand as a result of this
lesson?):

Solving for y in systems of inequalities is similar to solving for y in the other equation
types used in class
When in doubt, solve for y
From the SOL Curriculum Framework
o Linear equations can be graphed using slope and y-intercepts
o The equation of a line defines the relationship between two variables
o A line can be represented by its graph or by an equation
o The graph of the solutions of a linear inequality is a half-plane bounded by the
graph of its related linear equation
o A solution to an inequality is the value or set of values that can be substituted to
make the inequality true

Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)

What is the difference between systems of equations and systems of inequalities

problems?
When do I flip the symbol in a systems of inequalities problem?
What is the difference between a problem that can be equal to versus a problem that is
just greater than or less than?

Primary Content Objectives:

Students will know (facts/information):

An inequality is a mathematical statement showing that one quantity is not equal to

another quantity.
>: greater than
<: less than
: less than or equal to

: greater than or equal to

Review Information Applied to a New Topic
o If you add or subtract on one side of an inequality, you must add or subtract the
same quantity on the other side of the inequality.
o If you multiply or divide on one side of an inequality, you must multiply or divide
the same quantity on the other side of the inequality.

Students will be able to do (skills and behaviors) evidenced by their response during we do
and completion of individual practice problems:

Shade the correct side of the line

Draw a solid line for a greater than/less than or equal to equation
Draw a dotted line for a greater than/less than equation

Related state or national standards: (Examples include State Standards of Learning, Common
Core State Standards, Next Generation Science Standards or National Curriculum Standards for
Social Studies)

Review
o Math SOL A.4: The student will solve multistep linear and quadratic equations in
two variables, including
a. Solving literal equations (formulas) for a given variable;
b. Justifying steps used in simplifying expressions and solving equations,
using field properties and axioms of equality that are valid for the set of
real numbers and its subsets
d. Solving multistep linear equations algebraically and graphically
e. Solving systems of two linear equations in two variables algebraically and
graphically; and
o Math SOL A.6: The student will graph linear equations and linear inequalities in
two variables, including
a. Determining the slope of a line when given an equation of the line, the
graph of the line, or two points on the line. Slope will be described as a
rate of change and will be positive, negative, zero, or undefined; and
b. Writing the equation of a line when given the graph of the line, two points
on the line, or the slope and a point on the line.
New Content
o Math SOL A.5: The student will solve multistep linear inequalities in two
variables, including
a. Solving multistep linear inequalities algebraically and graphically
b. Justifying steps used in solving inequalities, using axioms of inequality
and properties of order that are valid for the set of real numbers and its
subsets
d. Solving systems of inequalities
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Assessment (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?):

Pre-Assessment: At the beginning of the lesson, the students are going to be reviewing
past material, which will help me to see how prepared they are for the introduction of this
new material and will serve as an additional formative assessment on the systems of
equations materials.
Pre-Assessment: Additionally, the students will be asked to identify the symbols used in
the inequalities problems. Whether or not they know and understand this information
will determine how I explain these concepts.
Formative Assessment: We are going to be working through the problems as a class. The
students answers and demonstrated understanding will show me what aspects need to be
reviewed or retaught before the students begin working on their own.
Summative Assessment: At the end, the students are to complete practice problems on
their own. I will go around and review these as a summative assessment for the lesson,
but also a formative assessment for the unit.

Materials and Resources (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.):

Students:
o Appendix A: Note Sheet
o Appendix B: Practice Problem Sheet
o Appendix C: Advance Worksheet
Teacher:
o Virginia End-of-Course Coach Algebra I Book
o SmartBoard
o Copy of notes for SmartBoard

Key Vocabulary and Definitions:

Inequality: a mathematical statement showing that one quantity is not equal to another
quantity
>: greater than
<: less than
: less than or equal to
: greater than or equal to
Rules to Adhere to:
3

o If you add or subtract on one side of an inequality, you must add or subtract the
same quantity on the other side of the inequality.
o If you multiply or divide on one side of an inequality, you must multiply or divide
the same quantity on the other side of the inequality.
o If the number you multiply or divide by is negative, you must switch the direction
of the inequality symbol in order to maintain a correct inequality.
For the Teacher (confusing for the students):
o Linear Inequality: an inequality in which the variable or variables are raised to the
first power
o System of Linear Inequalities: a set of two or more linear inequalities in the same
variables
o System of Linear Equations: a set of two or more linear equations in the same
variables

Lesson Procedures (All of this follows the worksheet Appendix A):

1. Introduction and goal orientation: I will begin the lesson by reviewing a linear equations
problem. The purpose of this review is to show the students that they have the foundations
necessary to solve a linear inequalities problem. This will be a we do activity where the
students walk me through solving the problem. I will ask them questions, such as How do
we start? or What do we do next? or If we do it to this side, do we have to do it to the
other side? and You have to do it to both sides because the two sides are equal. This
problem will have the students solving a systems of linear equations problem that does not
intersect at the provided point. This will serve as a lead-in to the topic of systems of
inequalities because the shaded area in a systems of inequalities could cover a point.
Linear Equation Problem: 2 x + y =5
2. Connecting to prior knowledge and experiences (Questions or activities that help students
make links): I will begin by explaining that systems of inequalities problems are similar to
solving systems of equations problems. The two problems are similar because both have y
on one side of the problem or are solved for y (get y on one side of the problem), find the
slope, find the y-intercept, and graphed as lines. The difference is the symbols in system of
inequalities problems. At this point, I would change the equal sign in the original equation in
y-intercept form, so y=2 x+5 to y 2 x +5 . In linear equations, we focus just on
the line, but in inequalities we can include a lot of other points in our answer because we
include shading.
3. Tasks and activities (What challenging tasks and activities will students engage in as they
construct knowledge, learn new skills or behaviors and develop understandings?): The
students will be asked to graph the same equation, but now it has an inequality. The question
becomes: what, if anything, changes? When a problem is an inequality, we are forced to look
at the symbol next to the y. Is it greater than/less than or equal to (does it have a line
underneath the triangular symbol)? If it is, then the line is solid. If it is just greater than/less
than, then the line is dotted. Is it asking for a greater than amount? If yes, then you shade
above the line. You can shade however you want (with scribbles or symbols) as long as the
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entire space is filled and you can clearly see the correct area. The students will then have the
opportunity to work with me on each type of problem, so they can shade and create solid or
dotted lines. After the first two (one solid and one dotted), the practice problems will become
more we do in preparation for the students completing practice on their own. This process
will be based on the following list of questions: What is the y-intercept? Okay, so where do I
mark that. What is the slope? If slope is rise over run, how many do I go up and over? (If
negative, which way do I go over? Okay, now that we have our line. Do we need to draw a
solid or a dotted line? How do we know what type of line to draw? Do we shade above or
below? How do we know?
4. Closure (How will you wrap up the lesson and reinforce key ideas? Closure may include
some form of assessment or exit slip): The students will be completing practice problems on
their own (Appendix B), which will serve as a type of summative assessment that I can
review as I walk around the class and help. This is a typical practice for the students, so they
understand the process of working on worksheets on their own. It will also be collected at
the end.
Accommodations for individual differences: (How will the lesson be differentiated to support
diverse learners? Describe additional supports that can be used for re-teaching if needed, and a
challenging extension for students for demonstrate mastery quickly or show evidence of a lot of
prior knowledge.)
It may be helpful to have the good behavior game (explained below) divided into teams
of students because certain students talk to each other and would ruin it for the whole class
whereas others would pay attention without problem.
Oftentimes, I have noticed that students struggle to remember the steps of solving a
systems of equations problem, which is a necessary groundwork understanding to advance to
systems of inequalities. That is the reason I focused on reviewing that at the beginning.
Additionally, I want the students to make the connections between those two concepts, so the
material doesnt seem entirely foreign. If students continue to struggle with this student-led
introduction, I can move through other examples before advancing to a new topic.
The students who appear to understand the problems will be given problems where they
have to multiply or divide by a negative. I will provide this worksheet as an extra practice.
During practice at the end, I will walk around and help those students who need more
one-on-one help.
Behavioral and organizational strategies: (What behaviors will you model or discuss with
students? What do you want to remember about organizing the lesson and materials? Use this
section for reminders to yourself about behavioral and organizational strategies. For example, do
you want to explicitly model how to work with partners in this lesson? Or demonstrate how to
use mathematical tools?)

I will be implementing a low tech version of the good behavior game. Students who are
on task will earn their team, the students, a point. Students who are talking when I am talking,
using cell phones, or disrupting and/or disrespecting other students will earn me, Ms.
Henderson, a point. If the students have more points at the end of the class, they will be
allowed to listen to music and/or talk for 3 minutes. Throughout the lesson, I will give points to
the students when I see examples of paying attention, taking notes, raising their hands. I will
receive points when I see students using their phone or students call out.
I want to have the lesson materials prepared at the beginning with the good behavior
game labels.

Name:

Class/Period:

Date:

Do Now
Put the equation

2 x + y =5

in y-intercept form. Find the slope and y-intercept. Graph the

equation on a coordinate plane.

Y-Intercept Form = ____________
x

Slope = ______
y-intercept = _______

5.1 Graphing Linear Inequalities Day 1

What is an inequality?

How is graphing a linear inequality different from graphing a line?

Notes

Example #1: Graph

y 2 x +5

Y-intercept = ___________
Slope = _________
X

____________________________________________________________________________
Questions/Main Ideas: What are the 4 inequality symbols? What do all these symbols mean?
Meaning in Words

Shade (above or below)

Line (solid or dotted)

<

>
Try and Verify:

Graph

1
y > x3
2

Slope: _________
y-intercept:
______

Graph

y 3 x+2

Y-intercept = ___________
Slope = _________

Graph the inequality:

y < x+ 6

Y-intercept = ___________
Slope = _________
X

Graph the inequality:

y x4

Y-intercept = ___________
Slope = _________

Summary
1) How is graphing a linear inequality different that graphing a linear equation?
2) How do you determine which side to shade an inequality?

Appendix B
Algebra 1
5.1 Classwork

Name: ______________________

Graph each of the inequalities below.

y 3 x+2

1
y > x2
3

Circle the appropriate words to describe the graph of each

Line is

Shaded

y 2x 3

1.

Solid or Dashed

Above or Below

Solid or Dashed

Above or Below

Solid or Dashed

Above or Below

Solid or Dashed

Above or Below

y 3

2.
y x 4

3.
y

4.

1
x
2

Appendix C
Algebra 1
5.1 Classwork

Name: ______________________

Note: If the number you multiply or divide by is negative, you must switch
the direction of the inequality symbol in order to maintain a correct
inequality.
Example:

2 x 3 y 6

becomes

2
x2
3

*remember everything done to one side must be done to the other side and two negatives make
a positive*

Solve each of the inequalities below.

Original Inequality:

x y 2

Slope-Intercept Form:

Slope:
Y-Intercept:

Original Inequality: -2 y x2

Slope-Intercept Form:

Slope:
Y-Intercept:

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